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Impact on the Sustainable Development Goals (SDGs)

Analysis of institutional authors

Heredia, LuisCorresponding AuthorTorrente, MargaritaAuthorVicens, PalomaAuthor

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June 24, 2024
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An 8-week secular mindfulness-based training program for schoolteachers increases dispositional mindfulness, self-reported workplace well-being, visuoconstructive abilities, and processing speed

Publicated to: Mind Brain And Education. 18 (3): 236-248 - 2024-08-01 18(3), DOI: 10.1111/mbe.12419

Authors:

Heredia, Luis; Ventura, David; Torrente, Margarita; Vicens, Paloma
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Affiliations

Fac Ciencies Educ & Psicol, Crta Valls S-N, Tarragona 43007, Spain - Author
Rovira & Virgili Univ, CRAMC Res Ctr Behav Assessment, Dept Psychol, Tarragona, Spain - Author
Rovira & Virgili Univ, Sch Med, Lab Toxicol & Environm Hlth, Tarragona, Spain - Author
Univ Int Rioja, Fac Educ, Tarragona, Spain - Author
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Abstract

Previous research has reported that schoolteachers are an at-risk population for stress and anxiety-related psychological disorders. High stress levels have been linked to the suboptimal use of executive functions, abilities which are a major component of effective job performance in educational contexts. In the present study, 99 teachers from five primary schools in Spain were randomly assigned to a mindfulness training group or wait-list control group. All groups were assessed for dispositional mindfulness, anxiety levels, self-reported well-being, and neuropsychological performance (including attention, mental flexibility and inhibitory control, visuoconstructive abilities and visual memory, verbal fluency and processing speed) prior to and following the training program. The results showed significant differences between the groups in terms of dispositional mindfulness, workplace well-being, visuoconstructive abilities, and one of the processing speed indexes. A within-group analysis indicated a general trend toward improvement in the training group, mainly in dispositional mindfulness and verbal fluency. The assessment of neuropsychological performance in this study also contributes to expanding the existing body of knowledge on the effects of mindfulness-based programs using behavioral measures in a research field that heavily relies on self-reported measures.
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Keywords

ClassroomHealthImpactMeditationMindQuality educationQuestionnairStressStudentsTeacher burnoutTest normative data

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Mind Brain and Education due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 166/762, thus managing to position itself as a Q1 (Primer Cuartil), in the category Education & Educational Research.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-05:

  • Open Alex: 4
  • WoS: 3
  • Scopus: 2
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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-05:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 22.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 22 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 1.
  • The number of mentions on the social network X (formerly Twitter): 1 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: http://hdl.handle.net/20.500.11797/imarina9373520
Continuing with the social impact of the work, it is important to emphasize that, due to its content, it can be assigned to the area of interest of ODS 4 - Quality Education, with a probability of 52% according to the mBERT algorithm developed by Aurora University.
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Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Heredia Santaella, Luis) and Last Author (Vicens Calderón, Paloma).

the author responsible for correspondence tasks has been Heredia Santaella, Luis.

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Project objectives

El presente estudio persigue los siguientes objetivos: analizar el impacto de un programa de entrenamiento en mindfulness de ocho semanas en docentes escolares; evaluar los cambios en la mindfulness disposicional y el bienestar laboral autoinformado; determinar las mejoras en habilidades visuoconstructivas y en la velocidad de procesamiento; caracterizar el rendimiento neuropsicológico, incluyendo atención, flexibilidad mental, control inhibitorio, memoria visual y fluidez verbal; comparar los resultados entre un grupo de entrenamiento y un grupo control; y contribuir a ampliar el conocimiento sobre los efectos de programas basados en mindfulness mediante medidas conductuales más allá de los auto-informes.
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Most relevant results

El estudio evaluó los efectos de un programa de entrenamiento en mindfulness de 8 semanas en docentes escolares, enfocándose en variables psicológicas y neuropsicológicas. Los resultados más relevantes incluyen: un aumento significativo en la mindfulness disposicional en el grupo entrenado; mejoras en el bienestar laboral auto-reportado; incrementos en las habilidades visuoconstructivas; y un aumento en uno de los índices de velocidad de procesamiento. Además, el análisis intragrupo reveló una tendencia general hacia la mejora en la mindfulness disposicional y la fluidez verbal. Estos hallazgos aportan evidencia objetiva sobre los beneficios cognitivos y emocionales de programas basados en mindfulness en el contexto educativo.
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Awards linked to the item

Support for this study was provided by the Universities and Research Secretariat of the Department of Economy and Knowledge of the Government of Catalonia.
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